I Fail, You Fail, Who Fails?

Paul Patrick McClary

ABSTRACT The article describes a positive reinforcement method in a foreign language course, with special emphasis on the relationship of evaluation to the entire learning process. The article presents a brief analysis of the overall learning process and focuses on the teaching of attitudes and values. The teacher's role in the formation of student attitudes is given primary consideration. The exact nature of the evaluation method is described, and the secondary advantages are discussed. The article concludes with some suggestions and cautions for teachers interested in implementing the ideas.

The purpose of this paper is to deal with the relationship of evaluation to the entire foreign language learning process. In many cases evalua- tion has been and continues to be a process of testing and assigning a grade to students based on their performance. Evaluation should be and can be much more significant. It can be an invaluable tool to inspire students to learn, and a basis for the formation of a positive attitude toward learning.

The traditional methods of evaluation are based upon three major areas of foreign language learning: the recall of information (vocabulary, grammar rules, etc.), the acquisition of skills (listening, speaking, reading, and writing), and the comprehension of abstractions (grammar con- cepts, cultural differences, etc.). While they are all of the u tmost importance and are basic to my method of evaluation, I have placed a greater emphasis on the acquisition of a positive attitude toward the value of learning a foreign language.

P. Patrick McClar (M.A. teacher of Spanish at Branzywine aware.

Attitude is the most important, the most difficult to understand, and the most overlooked aspect of the learning process. Although it is one of the most fundamental and powerful tools that teachers possess, we have never come to terms with the problem of how to teach attitudes, even though we indirectly promote and model certain attitudes every time we come into contact with our students. We are all too often unaware of the consequences that our own attitudes and values have upon students: these attitudes are often expressed in traditional methods of evaluation that promote distrust and negativism. In order to teach positive attitudes, it should be our objective to have students value the ability to know a foreign language, to enjoy the learning process, and to have the desire to become proficient in the language.

The method of evaluation to be explained requires a reassessment of the teacher-student relationship. The relationship should be one in which the teacher guides, advises, provides mod- els, organizes experiences, and corrects the students as they learn the language. The teacher must also organize and create situations that will be enjoyable and rewarding to the students. All of this can be accomplished to some degree by creating a positive system of evaluation that guarantees rewards for both effort and correct performance.

The teacher-student relationship must be honest. Al l students should be trusted u d e s s they show that they cannot be trusted, and it must be remembered that teachers cannot be 'cheated.' If the teacher's function is to help students to learn a foreign language, then the students that cheat have only cheated themselves. This is an attitude that teachers must continually try to instill in their students.

The exact implementation and details of this method will vary with each particular situation,

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but as an illustration, I shall refer specifically to the method I am using in a Spanish IV course. A

voice, the teacher can give half a point for each sentence correctly rewritten.

sense of accomplishment is maintained through the use of a point system. Students earn points for the assignments they do, for the time they spend practicing language skills, and for the accuracy of their work. Points are guaranteed for time spent practicing language skills because this assurance will encourage more practice than any threat of failure. The system can be organized by focusing on the following three aspects: the development of a workable point scale, the explanation of ways in which points are earned, and the method in which points are recorded.

The factors to consider in determining the number of points for a particular grade are such items as length of the marking period, opportuni- ties available to earn points, student ability, etc. In the case of my Spanish IV course, the students are mostly upper-middle class and interested in continuing their education in college. Our marking periods are six weeks in length and our classes are fifty minutes in duration. After three years of adjustments in this particular course, the follow- ing point scale has been developed: 300 points for an 'A,' 250 points for a 'B,' 210 points for a 'C,' and 190 points for a ID.' Any student with a lesser number of points does not pass. The spread between point totals and the number necessary for a particular grade should reflect the individual teacher's standards.

Deciding on ways in which students earn points is the key to relating the method to the learning of a foreign language. The teacher must begin by analyzing the objectives of the course, both for the entire year and for individual marking periods. The teacher should then plan a variety of learning activities that enable the students to achieve these goals. The improvement of reading skills is one of the primary objectives of my Spanish IV course. Therefore, each marking period, materials such as selections from literature, textbooks, magazines, comic books, and interesting new articles are provided. The students are rewarded with six points for each hour they spend reading these materials. There is no minimum require- ment but students are counseled to read more if the teacher feels they have not been spending enough hours reading. It is important to have materials that are interesting, not too difficult, and which challenge the student's ability to read. N e w s magazines that are well photographed (I use Blanco y Negro) are an example of this type of material for level IV. The students know that if they practice reading, they will receive credit for the time they have spent, and that the more they read, the more credit they will receive.

Another primary objective of the course is the development of writing skills. Opportunities are provided to do grammar exercises, literary cri- tiques, exercises related to textbook readings, and some composition work. These assignments are corrected and a point value awarded based on length, difficulty, andaccuracy. If, for example, a particular grammar assignment calls for changing twenty sentences from the active to the passive

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My Spanish IV course also includes an introduc- tion to literature. The following is a n illustration of how one lesson is evaluated: A one or two day talk is given on the basic elements of Spanish poetry. Students are then given an opportunity to examine some poems and identify the poetic techniques explained in the lecture. This is done in small groups in class, and then additional practice is offered by assigning poems that may be done at home. Work is evaluated on the basis of how many techniques are identified correctly. These exer- cises are followed by a short quiz in which students are asked to define some of the poetic techniques, with one point being awarded for each correct answer.

Although the development of speaking and listening skills is not a primary objective of the Spanish IV course, it would be useful to illustrate some of the activities that are employed in more basic courses and how to relate them to this system of evaluation. Taped programs such as lectures, descriptions of pictures, conversations, radio broadcasts, and songs can be used as listening exercises. These exercises can be evaluated by awarding a specific number of points for spending a certain amount of time listening to the tapes. After a pattern drill has been sufficiently prac- ticed, the teacher can give a point to any student who can correctly produce a variation of the model. Oral response drills easily lend themselves to being evaluated by this point system.

A tremendous benefit of the system is that it inspires student participation. The only way to earn points in an oral exercise is to volunteer an answer, and since nothing is lost by making a mistake, students are very eager to participate and are very enthusiastic during oral drills. This is also true during any other type of exercise that requires student involvement. When there is a guest speaker, for example, points are given for asking legitimate questions. There are always more questions than available time.

The ways in which students learn a foreign language (and therefore earn points) are not limited to the experiences developed and struc- tured by the teacher. Students may also earn points by participating in the following activities: playing games that require speaking and compre- hension of Spanish, watching television programs in Spanish, listening to Spanish records or radio stations, participating in Spanish club activities that require the use of the language, talking or corresponding with native speakers, and visiting Spanish restaurants, embassies, etc. Students are also encouraged to suggest activities, and if they are worthwhile, points are granted for doing them. The possibilities for developing activities and earning points are limitless.

Where points are earned based on the amount of time spent doing an activity, follow-up oral or written exercises may be employed for additional reward and for measuring the level of student comprehension and progress. In the case of games,

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a minimum number of points is guaranteed to each participant and a scale of additional points for first place, second place, etc. should be offered. This is another advantage of the system: there is always a way to provide a reward in any type of class competition.

The method employed to record the points also aids in the development of a positive attitude, as students assume the responsibility for recording their own progress. There are several advantages to having students record their own points. It makes them aware of their day to day progress, and they feel a sense of achievement as they record the points.

Each student receives a 3 X 5 card every marking period. These cards are passed out a t the beginning of class and collected a t the end of class. While passing out the cards, I glance at each one and advise individual students about such things as what and how much they are reading, or how well or poorly they have done on a particular quiz. The cards that remain quickly allow m e to determine who is absent. The following illustration demon- strates how students categorize and record the points they may have earned for out of class activities.

FRONT Name: John Miller Period: 3rd Written Assign.

10119 / / I 10/23&# f))t I / Quiz: 10116 ## 10122 H)t I l l 1112 ## class Oral: ttft &t *## I / Exercises

Written: +#/ j Radio Game

Home: 10115 / I / 10118 u4 I1

Other: WTEL .tff 1 Film Movie Galicia / I /

Monopoly ftf, I l l

Ch. 17 ifff 1/11

BACK Readings:

ByN “La muerte de Francofl## ## 11 N general Ill

Ill1 %do Hisphico ‘‘BecqueP ## ##

Texto Torteafa del te16fono” # /I/

Total Exam

Total Final

For the first two categories on the front side, students record the date of the activity and the number of points earned. By checking the plan book, the teacher can tell which quiz or assign- ment has been noted on the card. The points earned each day in class by successfully responding to questions or completing oral or written exer- cises are simply noted as shown. The ‘Other’ category includes any other activity (except reading) for which credit is given. The students describe the activity and note the number of points.

On the back of the card, the students list their readings. They must indicate the source and the topic. (ByN represents Blanco y Negro.) The number of points is recorded next to the descrip- tion. At the end of the marking period the points are totaled and the number is written in the space marked ‘total.’ The students are then given one final opportunity to gain points by taking A marking period test. Students that already have an ‘A’ are not required to take the test. The test is a reflection of the work done throughout the marking period and usually consists of fifty questions worth one point each. The exam points are added to the marking period total and then the final total and grade are calculated.

There are a number of advantages to using this method. One of the most important is that the students tend to like it. They can dedicate a large number of hours to learning some aspect of the language, secure in the knowledge that they wi l l receive credit for what they have done. Students also have much greater freedom in organizing their time. They may read at their own convenience, and spend more enjoyable hours reading Spanish than i f they were to follow a strict day-to-day assignment schedule. Another advan- tage that pleases students is the opportunity to independently organize learning activities and to pursue existing interests. Also, students can compensate for a poor performance on a quiz or for an absence from class by doing extra work i n another activity.

Teachers also enjoy this system because it allows more time for classroom teaching and planning and less time for recording and calculat- ing grades. Also, immediate answers can be given to all test questions and time is not lost making notations in a grade book for oral responses. Another advantage for the teacher is that the number of points for a specific activity can be increased i n order to stimulate student interest. If , for example, an activity such as poetry reading is not popular, then the assignment can be given a greater point value, thus providing an added incentive to students who might otherwise be reticent.

Teachers, i f they so desire, may employ the negative tactic of subtracting points as a means of discipline. Although for philosophical reasons I do not like to take away points, there are two instances when points are subtracted. Even though a more positive approach would be desirable, the taking away of points for certain specific viola- tions can be very effective. For example, in the

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Spanish IV classes, students are droppedone letter grade for the marking period each time they speak in English. The second loss of points is even more severe. If a student is found to have cheated, all points are taken away and the student fails for the marking period. The student is not informedabout what has happened until the report cards are issued. When these students learn that they have failed, they usually ask for a conference, and it is a t this time that we discuss the subject of cheating,

For many teachers, cheating in this type of a system has always been a primary concern. However, in the five years that this method has been used, both students and parents have stated that there seemed to beless cheating than inother classes: perhaps it is because the system itself is more honest and being a student is no longer a game. The key to minimizing cheating is to forcefully demonstrate the teacher's attitude toward cheating and to work to instill a similar attitude in the students.

This method of evaluation was developed because for many years I was bothered by the following thought: "If a student is giving maximum

effort but is not receiving an honest reward, who is a t fault? In the educational system today we assign fault to the students by failing them, when it may be the teacher or the method of evaluation that has failed. In order to motivate students to maximum effort it is necessary to offer some type of guaranteed credit for the work that is done. Therefore, I attempted to design a positive system in which every assignment, every test, and every experience with the foreign language become opportunities to follow the advice of the teacher and receive a reward. This is explained to the students the first day of class through the following five concepts which set the tone for the course: (1) I am going to show you how to learn something worthwhile and i f you cheat, =are the loser; (2) I shall, on both a group and an individual basis, advise you as the course progresses; (3) You will be rewarded for all the time and effort you spend doing the activities that are organized for you; (4) You will not be required to do any specific assignment, but you will lose the opportunity to benefit from the assignments you fail to do; and (5) You, the student. are beina forced to take the responsibility for your success or failure in the cour se.